Villarreal Olaizola, Izaskun

Profile Picture

Email Address

person.page.identifierURI

https://academica-e.unavarra.es/handle/2454/50171

Birth Date

Job Title

Last Name

Villarreal Olaizola

First Name

Izaskun

person.page.departamento

Ciencias humanas y de la educación

person.page.instituteName

I-COMMUNITAS. Institute for Advanced Social Research

ORCID

0000-0002-8196-5968

person.page.observainves

88744

person.page.upna

9690

Name

Filters

20241
Reset filters

Settings

Author: Hidalgo Gordo, María Ángeles × Subject: CLIL ×

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    PublicationOpen Access
    Intensity matters in CLIL: evidence from primary school learners' receptive skills
    (Pergamon Press, 2024-07-16) Hidalgo Gordo, María Ángeles; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA05-2022
    The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.